Clinical interests: As the Director of Quality Improvement at Vanier Children's Services, students working with me can see clients from any part of the organization. My practice includes children and youth from about age 6 years to about age 14 years who have complex mental health and related challenges and their families. The role of psychology at Vanier focuses primarily on assessment, but students working with me can also gain experience in individual therapy, family therapy, or both. My primary theoretical perspective is Relational Psychotherapy, and I also draw heavily on the Solution-Focused approach and Cognitive-Behavioural techniques. Topics for workshops, seminars: Any related to practiceTypes of clients: Child; AdolescentTypes of client problems: Neurodevelopment Disorders; Intellectual Disability; ADHD Disorder; Tic Disorder; Learning Disorder; Impulse Control; PTSD; Adjustment Disorder; Reactive Attachment Disorder; Anxiety DisordersTypes of training: Advanced Intervention; Initial Intervention: Advanced Assessment; Consult/Liaison; Program Evaluation; Interprofessional CareTypes of modality: Individual; FamilyTheoretical orientation: Psychodynamic; Solution-FocusedType of supervision you can provide: Student describes case to you; Co-therapy/Co-interview (rare); You review videotape with student; You observe student live (rare)Recent students: K. Turnbull (2016); Y. Kotelnikova (2016); K. Schraeder (2013)Current students: A. Newton (2019)Clinical contact: AvailableResearch interests: My research interests relate to program evaluation of children's mental health services.ROSTER NOW FULL FOR 2018-2019Last updated: June 2018

Clinical interests: My clinical research interests and experiences have provided me with a strong foundation in conducting comprehensive assessments on children and asolescents, evaluating their cognitive, academic, social/emotional and behavioural functioning in order to provide recommendations to parents, schools, and community providers. I have experience with a number of assessment instruments and I have proficiency in a variety of intervention techniques, including CBT, CPS, DBT, behavioural management training, play therapy, narrative therapy and integrative methods. I have extensive experience in providing interventions within individual, family and group contexts. My work also includes working with preschoolers, children and adolescents and their families presenting with a range of psychopathologies. Topics for workshops, seminars: Guiding students through the assessment of preschoolers, children and adolescents with complex needsTypes of training: Initial assessment; Advanced assessment; Advanced intervention; Initial interventionTypes of clients: Child; AdolescentModality: Individual; Group; FamilyTheoretical orientation: Cognitive behav.; Psychodynamic; Behavioural; Cognitive; Family SystemsTypes of client problems: Intellectual Disability; ADHD Disorder; Communication Disorder; Learning Disorder; Autism Spectrum Disorder; Impulse Control; PTSD; Attachment Based Issues; Adjustment Disorder; Reactive Attachement Disorder; OC & Related Disorders; Anxiety Disorders; Dissociative Disorders; Neurocognitive Disorder; Depressive Disorders; Disrupt/Impulse/Conduct DisordersRecent students: Current students: J. Wilde (2017); C. Sarmiento (2017)Clinical contact: Available Research interests: Focusing on the development of empathy and emotion and understanding, and selective trust in infancy; development of selective trust, examining the extent to which infants modify their behaviour towards an individual whom had previously expressed unjustified emotions.TO BE DETERMINEDLast updated: May 2018

Clinical interests: I work in an interdisciplinary outpatient clinic for children and youth with chronic pain, providing assessment and treatment. Our framework as a team is biopsychosocial, and involves close collaboration with a full team including anaesthesiology, psychiatry, physiotherapy, social work, nursing and pharmacy. My primary therapeutic orientation is CBT, but also incorporates behavioural principles as well as mindfulness, in individual treatment as well as group format. Given the biopsychosocial approach, the treatment focus is both on pain itself, as well as factors that affect health and functioning, such as sleep, co-morbid mental health concerns, or the impact of co-existing medical conditions.Topics for workshops, seminars: Paediatric psychology; Paediatric painTypes of practica: Advanced interventionTypes of clients: Child; Adolescent (Ages 6 - 18)Modality: Individual; Group; FamilyTherapeutic orientation: Cognitive-behav.; Behavioural; ACT/MindfulnessTypes of client problems: Somatic symptoms & related disorders; Mental health co-morbidities in child/youth with chronic painType of supervision you can provide: Student describes case; Co-therapy/co-interview; Observe student liveRecent students: Current students: C. Sarmiento (2018)Clinical contact: AvailableUNAVAILABLE TO SUPERVISE FROM SEPTEMBER 2018 TO AUGUST 2019Research interests: Our program is part of a province-wide network that is collaborating on projects such as the development of a province-wide pain registry for pediatric chronic pain. We are also involved in developing a strategy for integrating evidence-based pain prevention and management strategies in our organization.Last updated: May 2018

Clinical interests: Paediatric neurpsychological assessment, diagnosis, and consultation. Work predominantly with children and families who are currently undergoing treatment for childhood cancer or who have survived childhood cancer. This includes children who are diagnosed and treated for Acute Lymphoblastic Leukemia or a brain tumour, as well as children whose cancer is associated with a syndrome that has an accompanying neurodevelopmental disorder (e.g., Neurofibromatosis Type 1). I also work with children and families whose primary diagnosis might be neurological, genetic, or metabolic. Children range in age from 4 to 18 years of age, with many children being assessed across multiple time points throughout their development. Some children have motor, visual, or hearing impairments or are English language learners. My approach to assessment involves a transactional model in which the evaluation of a child's neuropsychological functioning occurs in consideration of environmental (e.g., home, school) and psychosocial factors. Through this model, students who work with me will have the opportunity to learn how abnormalities in brain development interact with environmental factors, and how the neuropsychological sequelae of brain abnormalities develop over time. Topics for workshops, seminars: Types of clients: Child, Adolescent Types of client problems: Intellectual disability, Communication disorders, ADHD disorder, Learning disorder, Anxiety disorders, Depressive disorders, Neurocognitive disordersTypes of training: Initial assessment; Advanced assessmentTypes of modality: Individual, FamilyTheoretical orientation: Cognitive behav.Type of supervision you can provide: Recent students: D. Walker (2018)Current students: Clinical contact: Research interests: Neurocognitive and social difficulties associated with childhood cancer and the development of interventions designed to improve these difficulties. Given the small size of Children's Hospital LHSC, I have carried out the majority of this research as a co-investigator on a number of multi-site research studies. The results of this research, and that carried out by others involved in similar projects, document that children who are diagnosed with a brain tumour and treated with cranial radiation are at a high risk to experience changes in attention, executive functioning, processing speed, and working memory, which in turn adversely affects academent achievement. These late effects have a significant impact upon the lives of children who survive a brain tumour including changes to their social functioning, validated remediation methods available to survivors of childhood cancer. Publications available in CV.POSSIBLY AVAILABLE TO SUPERVISE FROM SEPTEMBER 2018 TO AUGUST 2019 (depends on demands associated with London Clinical Psychology Consortium)Last updated: June 2018

Clinical interests: My clinical interests include the assessment and treatment of children and youth with mood and anxiety disorders, differential diagnosis and treatment of common comorbid conditions, and assessment of Autism Spectrum disorders. The Child and Adolescent Mental Health Care Outpatient Program provides assessment and treatment of children and adolescents with primarily internalizing difficulties (mood and anxiety). Evidence-based individual and group therapies are offered, with parents typically included in treatment. My primary th theoretical model is cognitive-behavioural therapy (CBT). All cases, however, are also conceptualized from a developmental and systems perspective, and other approaches are integrated as clinically indicated (e.g., DBT, Motivational Interviewing.Topics for workshops, seminars: Clinical interviewing with children, adolescents, and their families; CBT with children and youth; Treatment of anxiety and/or depression in children and adolescents; Assessment of Autism Spectrum Disorders, Integrating research and practice in a clinical/hospital setting; Integrating motivational interviewing in therapy, Assessing suicide risk and developing a safety planTypes of practica: Initial intervention; Advanced interventionTypes of clients: Child; AdolescentModality: Individual; GroupTherapeutic orientation: Cognitive behav.; Behavioural; CognitiveTypes of client problems: Autism spectrum disorder (assessment only); PTSD; OC & related disorders; Anxiety disorders; Personality disorders; Depressive disordersType of supervision you can provide: Student describes case; Review audiotape with student; Co-therapy/Co-interview; Observe student liveRecent students: S. Chen (2017), Y. Kotelnikova (2015), K. Schraeder (2014); C. Sarmiento (2018)Current students: J. Wilde (2019)Clinical contact: AvailableResearch interests: My current research focuses on improving access to effective treatments for mental health disorders in children and youth, e-mental health applications, and strategies to reduce wait times for children's mental health services. Other areas of research include anxiety and depression in children and youth and their treatment, as well as the factors that increase the effectiveness and accessibility of cognitive-behavioral therapy.ROSTER NOW FULL FOR 2018-2019 Last updated: May 2018

Clinical interests: I work with children, adolescents, and their families who have a medical problem that affects their psychological adjustment or psychological problems that affect their health. Practicum students are involved in clinical assessment, therapy, and consultation within the hospital and occasionally with schools. Issues addressed may include management of recurrent or chronic pain such as headaches or abdominal pain, anxiety contributing or related to a physical symptom or a medical condition, grief and support following diagnosis, and adherence to treatment regimes. Treatment approaches tend to be CBT and behavioural.Workshops, Seminars: Topics related to child health, pain management, adjustment to illness, encopresis diabetes, etc.Type of practica: Advanced interventionTypes of clients: Child; AdolescentModality: IndividualTherapeutic orientation: Cognitive behavioral; BehavioralTypes of client problems: Adjustment disorder; Mood; Anxiety disorder; Depressive disorder; Elimination dis.; Somatic symptoms & related disorders; Sleep-wake dis.; Pain managementType of supervision you can provide: Student describes case; Co-therapy/Co-interview; Observe student liveRecent students: K. Zhang (2016)Current students: Clinical contact: AvailableUNAVAILABLE TO SUPERVISE FROM SEPTEMBER 2018 TO AUGUST 2019Research interests: I am not currently involved in research.Last updated: May 2018

Clinical interests: I have recently begun a new position with the TVDSB (Fall 2017). My current position involves providing psychological services to four elementary schools and one secondary school. In addition to providing assessment and consultation services to children, families, and staff, I have also provided several internal professional development trainings (including mental health/trauma, learning disabilities and giftedness). Within one elementary and the secondary school, I also have the responsibility of providing services to the Transitions Program classrooms. The students in these self-contained classes have been identified with Behavioural Exceptionalities and as requiring substantially differentiated educational experiences. Although the school board is not a treatment setting, these children generally present with coomplex mental health and other needs.My approach to assessment and intervention involves applying a developmental psychopathology view. For assessment, the goal is to identify issues and develop strategies as appropriate for the educational environment. For consultation, the goal is to assist school staff and families to better understand needs, and to help identify possible community resources that may also play a role. There is also regular consultation related to students who have been identified a posing a possible risk to the environment, so a threat-risk assessment lens is used. As the school board is not a treatment setting, intervention/therapeutic work usually makes use of solution-focused, and supportive strategies. There is additional opportunity with the Transitions students, particularly in the secondary setting, to employ additional strategies as appropriate.Topics for workshops, seminars: FASD (have obtained additional training); Assessment Type of clinical practica: Initial assessmentTypes of clients: Child; AdolescentModality: IndividualTheoretical orientation: Types of client problems: Intellectual disability, Communication dis., Autism spectrum disorder, ADHD disorder, Learning disorder, Movement disorder, Impulse control, Anxiety disorders, Depressive disorders, Disrupt. impulse & conduct dis.Type of supervision you can provide: Student describes case; Review audiotape with student; Co-therapy/Co-interview; Observe student liveRecent students: C. Sarmiento (2017); J.L. Wilde (2017)Current students: Clinical contact: AvailableResearch interests: N/AMAY BE AVAILABLE FROM SEPTEMBER 2018 TO AUGUST 2019 FOR SHORT-TERM PLACEMENT INITIALLY (developing familiarity with new role)Last updated: May 2018

Clinical Interests: I conduct court-ordered assessments of parenting capacity, custody and access, youth mental health, and capacity to testify. I have been declared an expert witness in Family Court for parenting capacity, mental health, and psychological assessment. The last five years, I have been actively involved in building diagnostic capacity for fetal alcohol spectrum disorders in the London area, an initiative that has received funding from the Ontario Trillium Foundation twice. I view mental health from a developmental psychopathology perspective wherein maladaptive functioning is understood in terms of normal developoment recognizing that developoment is a dynamic process and there are a range of different outcomes depending on the individual's personal characteristics, developmental timing, and the risk and protective factors to which they are exposed. I have found a systematic approach to be a useful scaffold for considering each of these issues in the practice of assessment, case conceptualization, and intervention. When psychosocial intervention is warranted, I consult the research for treatments with empirical support and employ individualized strategies to promote generalization and maintenance of treatment effects. Ideally, treatment is conducted in naturalistic settings, drawing upon the individual's strengths and tapping into resources already existing within each system. It is often beneficial to elicit participation from individuals in each system (e.g., parents, teacher consultation, spouses, cultural/community elders). Engagement in the treatment process is facilitated when families experience success and I have found that a graduated approach with proper prioritization of treatment goals (e.g., for a family living in poverty, linking them to resources for food and shelter before implementing a home-based intervention for their child with autism) and eventual fading of treatment procedures promotes personal competence and self-esteem. Finally, because development is a dynamic process, continuous evaluation of treatment gains is essential to meet the changing needs of the child and the systems with which they interact.Topics for workshops: Parenting capacity; Custody and access; Fetal Alcohol Spectrum Disorder; Cognitive behavour therapy; Various forensic issues in assessmentType of Practica: Advanced AssessmentTypes of clients: Adult; Child; AdolescentModality: Individual; Group; FamilyTherapuetical orientation: Cognitive behaviour; Behavioural; Applied Behavioural Anal.; Family Systems; Cognitive; ACT/MindfulnessTypes of client problems: Intellectual Disability; ADHD; Communication Disorders; Learning Disorders; Impulse Control, PTSD; Adjustment Disorder; Reactive Attachment Disorder; Depressive Disorders; Anxiety Disorders; Disruptive Impulse & Conduct Disorders; Personality Disorders.Type of supervision you can provide: Student describes case to you; Co-therapy-Co-interview; You observe student liveRecent students: C. Hahn (2015); A. Vesely (2015); K. Schraeder (2016)Current students: S. Montgombery-Graham (2017)Clinical contact: Kate VlemmixUNAVAILABLE TO SUPERVISE FROM SEPTEMBER 2018 TO AUGUST 2019Research Interests : Although the Clinic involves primarily leadership and clinical work, I have undertaken both formal and informal program evaluations within the various programs at the Clinic and at other agencies. These evaluations are essential to ensure the delivery of high quality empirically supported services. In addition, within the contest of the various grants I co-lead, literature reviews, program monitoring and evaluation are required. While much of my research has focused on the proximal environmental factors that influence the development of disruptive behaviour, I am also interested in other factors within the individual, familial, social, and cultural systems that place individuals at risk and serve to protect them from risk. As an adjunct faculty at Brock University, I have had the pleasure of supervising the Masters theses of two students working from my own data sets. I have also remained involved in projects conceptualized and carried out during my internship and graduate school years, assisting with manuscripts through to journal submission. At the Clinic I co-authored a book chapter on the bi-directional effects of family violence and involvment in the justice system. Most recently, I am updating several of our publications on Domestic Violence and Children Exposed for the Department of Justice, which will be available to the community in the coming months.Last updated: May 2018

DR. BRENT HAYMAN-ABELLOLHSC - University Hospital339 Windermere RoadLondon, ON N6A 5A5Phone: (519) 685-8500, Ext. 32815E-mail: brent.haymanabello@lhsc.on.caClinical Interests: My clinical interests are in the neuropsyhological assessment of adults with neurological disorders, particularly epilepsy. In my role as a Clinical Neuropsychologist in the LHSC Epilepsy Program at University Hospital, I provide consultations for inpatient and outpatient adults with known or suspected seizure disorders, most of whom are being considered for, or have had, surgery to treat their seizures. Patients may also have other concurrent or past neurological, medical and/or emotional issues. I use a flexible battery approach to assessment examining multiple aspects of functioning (cognitive, motor, mood) to evaluate patterns of neuropsychological strengths and weaknesses. Assessments are consultation-based within a multi-disciplinary team for the purpose of aiding in diagnosis, likely prognosis, and treatment planning.Topics for workshops: Overview/introduction to neuropsychological assessment, neuropsychology in epilepsy.Type of Practica: Initial assessment; Advanced assessmentTypes of clients: Adult; SeniorModality: IndividualTherapuetical orientation: NeuropsychologicalTypes of client problems: Neurocognitive disorderType of supervision you can provide: Student describes case to you; Co-therapy/Co-interview; You observe student liveRecent students: D. Ladowski (2017); O. Mohamed Ali (2018)Current students: Clinical contact: Not Available Research Interests: Prediction and assessment of cognitive change following epilepsy surgery, compensatory strategy training for persons with cognitive impairments.UNAVAILABLE TO SUPERVISE FOR 2018-2019 ACADEMIC YEARLast updated: May 2018

Clinical Interests: As a clinical neuropsychologist, I am interested in brain-behaviour relationships in people with known or suspected central nervous system dysfunction. My current clinical work is with the Epilepsy Programme at LHSC, where I see adults who are being investigated for possible seizure disorder. The theoretical approach consists of a flexible-battery neuropsychological evaluation with assessment of additional contributing factors such as mood and personality, where relevant, leading to evidence-based analysis of cognitive strengths and weaknesses. The work is conducted as a consultation service within a multi-disciplinary team of professionals who have mutual goals of accurate patient diagnosis and treatment decision-making.Topics for workshops: General overview of neuropsychological evaluation; neuropsychology and epilepsy; neuropsychology and multi-cultural and linguistic diversity.Type of Practica: Initial assessment; More advanced practicaTypes of clients: AdultModality: IndividualTherapuetical orientation: NeuropsychologicalTypes of client problems: Neuro./CognitiveType of supervision you can provide: Student describes case to you; Co-therapy/Co-interview; You observe student liveRecent students: D. Ladowski (2017)Current students: A. Blacher (2019)Clinical contact: Not AvailableResearch Interests: Contributions to multidisciplinary research on cognitive and behavioural markers of various seizure types and associated disorders, including analysis of acute seizure episodes. Continuous quality improvement initiatives on epilepsy monitoring unit.AVAILABLE TO SUPERVISE FROM JANUARY 2019 TO APRIL 2019 (9800) - usually Monday but could be flexible)Last updated: May 2018

Clinical interests: Working within multi-disciplinary teams in order to provide detailed assessment and intervention strategies for children and adolescents with various learning difficulties. The population I work with includes children and adolescents ages 4-18. In general, I take an evidence based approach to assessment and intervention and typically, this includes CBT based strategies.Topics for workshops, seminars: Working within multi-disciplinary teams, applying clinical interventions within a school setting.Type of practica: Initial assessment; Initial intervention; Advanced assessmentTypes of clients: Child; AdolescentModality: Individual Theoretical orientation: Cognitive behav.; BehaviouralTypes of client problems: Intellectual Disability; ADHD Disorder; Communication Disorder; Learning Disorder; Autism Spectrum Disorder; Impulse Control; Anxiety Disorders; Depressive DisordersType of supervision you can provide: Student describes case to you; Co-therapy/Co-interview; You observe student liveRecent students: Current students: Clinical contact: Not availableResearch interests: N/AUNAVAILABLE TO SUPERVISE FROM SEPTEMBER 2018 TO AUGUST 2019Last updated: May 2018

Clinical interests: I provide tertiary level services for children and adolescents both on an inpatient and outpatient basis. Inpatient clients present with a broad range of presenting concerns and comorbidities. Many present with a history of complex trauma. Disturbances in personality functioning, suicidality, and self-injurious behaviour are common presenting concerns in adolescent clients. I work within an interdisciplinary team to provide comprehensive assessments. I often provide individual and group treatment. I provide consultation regarding treatment planning to community care providers. I also support the residential unit with respect to programming and provide oversight of work done by front line counsellors. I also provide assessment and consultation services to an outpatient clinic that supports youth who present with problematic sexualized behaviour. Assessments are multi-modal. I have an integrative approach to individual therapy and adjust according to the needs of the client (CBT, DBT-informed, interpersonal, behavioural). I incorporate mindfulness skills as appropriate. I also often provide parent training/parent guidance from either a behavioural or cognitive behavioural perspective, or from an attachment-informed or trauma-informed perspective (depending on the needs of the client and family).Types of workshops, seminars: The role of psychology in tertiary level services; Trauma informed care; Assessment and treatment of problematic sexaualized behaviour in children and adolescents; Sexualized behaviour in a digital world; Assessment and treatment of non-suicidal self injurious behaviour Type of practica: Advanced Intervention; Advanced AssessmentTypes of clients: Children; AdolescentsModality: Individual; GroupTherapeutical orientation: Integrative (CBT, DBT, Interpersonal); Trauma-informed and attachment-informedTypes of client problems: Complex comorbid presentations; range of intellectual functioning; complex trauma, disruption of attachment, emerging personality disorders; sexualized behaviourType of supervision you provide: Student describes case to you; You review audiotape w student; You review videotape with student; Co-therapy/Co-interview; You observe student live Clinical contact: AvailableRecent students: B. Grant 2016Current students: C. Sarmiento (2019); M. Ritchie (2019)Research interests: I have an interest in program evaluation and am currently involved in examining some date regarding the outcomes of the comprehensive assessments provided by the Sexual Behaviour Team.ROSTER NOW FULL FOR 2018-2019Last updated: June 2018

Clinical interests: My clinical interests are drawn from my work as a School and Child Clinical Psychologist. I am interested in improving assessment and intervention practices for children and youth with learning, behavioral, and social-emotional challenges. I also have clinical and research interests in how interdisciplinary and integrated community approaches can improve long-term outcomes for children and families.Topics for workshops and seminars: Assessment of learning disabilities; Supporting student mental health in the classroom; Counselling and intervention approaches with adolescents; Ethical challenges and dilemmas (with a focus on a school context); Suicide risk assessment and prevention; Roles and responsibilities of a school psychologist; Childhood Anxiety; Resilience for children and adolescents.Types of practica: Initial Intervention*, Advanced Assessment; Advanced Intervention* Students looking for an initial intervention practica must have coursework or practica experience with cognitive-behavioural therapy (CBT)Types of clients: Child; AdolescentTheoretical orientation: Cognitive behavioural; Humanistic; ACT/MindfulnessModality: Individual; GroupTypes of client problems: Learning, behavioural, social-emotional challengesType of supervision you can provide: Student describes case; Co-therapy/Co-interview; You review videotape/audiotape with student; You observe student liveRecent students: K. Dossett (2016) S. Ouellette (2015); C. Hahn (2014)Current students: J. Wilde (2018); A. Newton (2017 & 2018); J. Gillies (2018); J. Gillies (2019)POSSIBLY AVAILABLE IN JANUARY 2019 TO AUGUST 2019 -- CONTACT IN OCTOBER 2018Clinical contact: AvailableResearch interests: Use of exposure therapy for anxiety reduction in school and community settings; impact of interdisciplinary assessment practices on learning and critical thinking for professionals.Last updated: May 2018

Clinical interests: Clinically, my main interests are in the treatment of eating disorders and anxiety. I work exclusively with adults in the area of mental health. I strongly believe in the importance of empirically supported treatments and in ensuring the availability of these treatment. My primary theoretical orientation is cognitive behaviour therapy and I am focused on continual improvement of my CBT practice. I am also very interested in the training of clinicians and students in the use of CBT. Topics for workshops, seminars: Treatment of eating disorders (topics could include: essential psychoeducation, treatment of body image, addressing patterns of eating)Types of practica: Advanced interventionTypes of clients: AdultModality: Individual; GroupTheoretical orientation: Cognitive behaviourTypes of client problems: Feeding & eating disordersType of supervision you can provide: Student describes case; You review audiotape with student; Co-therapy/Co-interview; You observe student liveRecent students: N. Maiolino; S. Ouellette (2018)Current students: E. Shumlich (2019) Clinical contact: Not available ROSTER NOW FULL FOR 2018-2019Research interests: Dissemination of empirically support treatments, the use of stepped-care, and how to best utilize and enhance exposure based procedures in the treatment of eating disorders (e.g. how to use mirror exposure in eating disorders effectively in order to target body avoidance). Further, I have interest in targeting factors associated with treatment outcome and attempting to change them in order to improve treatment outcome. For example, intervening to increase rates of rapid response in treatment as this has shown to be a significant predictor of treatment outcome.Last updated: May 2018

Clinical interests: Involve neuropsychological differential diagnosis in complex clinical presentations as well as the use of clinical neuropsychological assessments to aid in pre-surgical planning for complex neurological conditions. I most typically work with adults and seniors for pre-surgical candidacy, post-surgical follow-up, differential diagnosis, baseline and follow-up assessments to track disease progression, return to work/school/driving, etc. The presenting conditions with which I most frequently work include: epilepsy, movement disorders, acquired and traumatic brain injuries, hydrocephalus, tumours, multiple sclerosis, etc.All assessments are based on a biopsychosocial model. That is, upon receipt of referral, the patient's presenting condition is considered based on current research, which helps to inform the clinical interview and test list selection. Test selection is further guided by the psychometric properties of the measure, particularly reliability and validity within the patient population being seen. Diagnostic impressions are made based on the available objective data (e.g., neurological exam, neuroimaging and other investigations, objective neuropsychological test data) combined with clinical interview information (from the individual and their collateral), consideration of the system within which the individual is functioning, and qualitative analysis of the individual's approach to neuropsychological testing. This rich aggregate of information is then utilized to determine the likely etiology of the patient's clinical presentation and to generate clinical recommendations, which are tailored to the individual.Topics for workshops, seminars: Evaluating change in serial neuropsychological assessmentsType of practica: Initial Assessment; Advanced AssessmentTheoretical orientation: Types of clients: AdultTypes of client problems: Neurocognitive Disorder; Client problems are diverse and include any disease of the central nervous system affecting neuropsychological functioningRecent students: L. Szota (2017); M. Ritchie (2018)Current students: L. Gabel (2019)Type of supervision you can provide: Student describes case to you; Co-therapy/Co-interview; You observe student liveClinical contact: AvailableResearch interests: Primarily focused on the use of neuropsychological assessment data to predict good outcome following neurosurgical interventions for medically intractable neurological conditions (i.e., epilepsy, and Parkinson's disease).AVAILABLE TO SUPERVISE STUDENTS SEPTEMBER 2018 - AUGUST 2019 for the Introductory Assessment, Psych 9800 (adults)Last updated: May 2018

Clinical interests: Organizational and system design and performance, cultural change and employee engagement, community applications of psychological principles. Topics for workshops, seminars: Alternative careers for psychologists, professional identity as psychologistsType of practica: More advanced practica (Program development and evaluation)Theoretical orientation: Types of client problems: Programs, organizations and systemsRecent students: Current students: Type of supervision you can provide: Clinical contact: AvailableAVAILABILITY TO BE DETERMINEDResearch interests: System improvement and impactLast updated: May 2018

Clinical interests: Psychology residents may participate in the Regional Rehabilitation Service that serves persons with Spinal Cord Injuries (SCI; 15 beds) and Acquired Brain Injuries (ABI; 10 beds) who require inpatient care. This includes individuals who have had a spinal cord injury that is either traumatic (e.g., from a motor vehicle accident or fall) or non-traumatic in etiology (e.g., spinal metastases or transverse myelitis) or other neurological disorder (e.g., Guillain-Barre Syndrome). Supportive counselling and psychoeducational groups are available as experiences to the residents working on the spinal cord service. There is a cognitive behavioural emphasis to the treatment interventions that focuses on adjustment of the patient to his or her disability. Evaluations frequently include the psychometric assessment of cognitive functioning. Services often are consultative in nature. Participation in a community injury prevention program is also available.

On the Acquired Brain Injury (ABI) Rehabilitation Program, the inpatient service provides acute rehabilitation to patients referred for assessment and intervention requiring an intensive interprofessional program. ABI may be due to traumatic brain injury (TBI) associated with physical injury sustained in falls, assaults, and motor vehicle collisions. ABI may also be associated with medical conditions that affect the central nervous system, such as anoxia, stroke, brain tumour, or meningitis. Degenerative disease and dementia are usually followed by other programs. Concomitant mood disorders and pain complaints are prevalent, and may require consultation with specialized mental health and/or addictions services. Psychology residents may obtain experience planning and providing clinical interventions for individuals and families. Interventions may include cognitive-behavioural approaches, clinical education on emotional regulation for survivors and spouses, and participation in interprofessional rehabilitation. Topics for workshops, seminars: Spinal cord injury and rehabilitationType of practica: Advanced Intervention; More advanced practicaTypes of clients: AdultTheoretical orientation: Cognitive behavioural; EclecticModality: IndividualTypes of client problems: Adjustment disorder Type of supervision you can provide: Student describes case to you; Co-therapy/Co-interview; You observe student liveRecent students: K. Rnic (2018)Current students:Clinical contact: Not availableROSTER NOW FULL IN 2018-2019Research interests: Mehta, S., Orenczuk, S., Hansen, K., Aubut, J., Hitzig, S., Legassic, M., Teasell, R., (2011). For the SCIRE Research Team. An evidence based review of the effectiveness of cognitive behavioral therapy for psychosocial issues post spinal cord injury. Rehabilitation Psychology, 56, 15-25.Last updated: June 2018

Clinical interests: I work primarily with adults presenting with a range of chronic and, less often, acute or palliative medical conditions. My theoretical approach is a rehabilitation and systems-oriented, biopsychosocial model, focused on improving quality of life via a variety of clinical approaches including but not limited to CBT, DBT, trauma focused, early attachment and learning, and/or narrative approaches. At the Wait List Clinic at CMHA Middlesex, I provide supervision to volunteers providing primarily supportive intervention to adult clients in a community setting.Topics for workshops, seminars: Group therapies for adult chronic medical patients; Working with people across the gender spectrum; Community consultation and/or how to start a community-based mental health clinicType of practica: Advanced Intervention; Advanced Assessment; More advanced practica Types of clients: AdultModality: Individual; GroupTheoretical orientation: Cognitive behav.; Behavioural; Narrative; HumanisticTypes of client problems: PTSD, Adjustment Disorder; Anxiety Disorders; Depressive Disorders; Personality Disorder; Somatic Symptoms & Related DisordersType of supervision you can provide: Student describes case; Co-therapy/Co-interviewRecent students: K. Dossett (2015); D. Ladowski; A. Newton; B. Grant (2015); E. Shumlich (2015); K. Zhang (2015); Current students: S. Chen (2019)Clinical contact: AvailableUNAVAILABLE TO SUPERVISE FOR 2018-2019 ACADEMIC YEARResearch interests: In the past, research was supported at LHSC and my primary focus of research was in the area of women's health. More recently, the focus is on direct clinical service. Given that, much of my research at LHSC is of the program development and evaluation type. At the Wait List Clinic at CMHA Middlesex, I engage in program evaluation research focused on clients and clinic volunteers.Last updated: May 2018

Clinical interests: The GMHP consists of an inter-professional team designed to provide outpatient geriatric psychiatry consultation, assessment and treatment services to seniors, 65 years of age and older, and their families living in the London-Middlesex region. Office and/or home visits are available to our clients. I provide psychosocial and diagnostic assessment, cognitive/personality assessment, primarily individual psychotherapy (although group opportunities may be available), and consultations. I have a primarily cognitive-behavioural orientation to assessment and intervention, but will supplement with elements of interpersonal and/or psychodynamic psychotherapy, as appropriate. Consultations are usually diagnostic in scope, with recommendations (usually behavioural in nature) provided to the family physician, other community care providers, family, and/or long-term care staff. Teaching opportunities are also available to provide in-services to long-term care home on topics such as addictions, senior mental health, and personality disorders.Topics for workshops, seminars: Geriatric mental health (dementia, delirium, depression)Types of practica: Advanced interventionTypes of clients: SeniorModality: IndividualTheoretical orientation: Cognitive behav.; Behavioural; Interpers. process; Cognitive; Interpersonal Types of client problems: Adjustment disorder; Anxiety disorders, Bipolar & related disord.; Depressive disorders; Somatic symptoms & related disorders; Neurocognitive disorders; Personality disordersType of supervision you can provide: Student describes case to you; Co-therapy/Co-interview; You observe student live Recent students: K. Zhang (2015); D. Ladowski (2018) Current students: C. Cutler (2019) Clinical contact: Not AvailableROSTER IS NOW FULL FOR 2018 - 2019Research interests: My primary research interests focus on program evaluation (current projects are examining my CBT for depression group and the development of a database to examine the efficacy of the BRT), and addictions. Last updated: May 2018

Clinical interests: I have worked with adolescents for the majority of my career and, in particular, with marginalized youth. For the past 16 years, I have worked with criminally involved young people in the London and surrounding county area, conducting psychological assessments (Section 34 reports) for youth court. I have also been involved in research with street youth from across Canada, working to understand their sexual attitudes, knowledge and behaviours for the Street Youth and AIDS Study and, as well, have worked in a similar capacity with HIV infected youth in Toronto. As such, much of my work has included research as well as assessment and clinical intervention with high-needs and high-risk youth. My training and clinical work has largely been informed by a psychodynamic approach and attachment theory. My psychological assessment work for court purposes is also trauma informed with a forensic lens, and an awareness of the Justice System and the Youth Criminal Justice Act (YCJA) is critical to my practice. Topics for workshops, seminars: Mental health concerns and risk factors related to youth in conflict with the law; Youth Court in Ontario and new initiatives including therapeutic court and mental health diversion programs; Sexual behaviour problems in youth—interviewing challenges and and assessment practicesTypes of practica: Advanced assessment practica (Clinical, Counselling and Health PsychologyTypes of clients: AdolescentsModality: Individual; FamilyTheoretical orientation: Psychodynamic; Eclectic; Cognitive; Family systems Types of client problems: Intellectual disability; ADHD; Communication/Learning disorder; Impulse control; PTSD; Adjustment disorder; Reactive attachment disorder; Anxiety disorders; Bipolar & related disorders; Disassociative disorders; Depressive disorders; Schitz & other psychotic disorders; Disrupt. impulse & conduct disorders; Personality disordersType of supervision you can provide: Student describes case; Co-therapy/Co interview; You observe student liveRecent students: A. Snowshoe; C. Hahn; C. Lau (2018)Current students:UNAVAILABLE TO SUPERVISE FROM SEPTEMBER 2018 TO AUGUST 2019Clinical contact: Not AvailableResearch interests: I have previously been involved in a number of research activities and community-based program evaluation projects. My experience includes National survey research with youth as well as program evaluation projects related to improving services for youth as well as high-risk families of young children. General areas of interest at this time would include youth in the justice system and qualitative research methods. Currently I am involved at the LFCC with the Poverty Reduction Project, which is a 3 year initiative funded by the Poverty Reduction Strategy Office of the Ontario Treasury Board Secretariat. As youth living in poverty are represented in the court system an estimated 10 times higher than in the general youth population, we see this project as offering opportunity to respond to the current and future needs of court involved youth. The project will allow us to more clearly understand the characteristics of young people in the justice system, and specifically, those factors that contribute to poverty (i.e., school dropout, lack of job skills, homelessness). As part of this project, we will seek to improve young people’s access to services in the community through a specialized clinical team intervention, involving service coordinators. It is hoped that through a more immediate and collaborative response following court involvement, youth can be encouraged to improve their service engagement and accept needed supports for improving their lives (i.e., mental health services, school programs, housing) – and also be supported in sustaining these gains over time. Last updated: May 2018

Clinical interests: Assessment: Comprehensive assessments (cognitive processing and social-emotional issues) of students – typically between the ages of 7 and 17 to explore learning difficulties and make any appropriate diagnoses and recommendations; younger students are assessed when intellectual disability is suspected. Intervention: Individual counselling is offered to students from age 8 to 18. Presenting issues primarily include anxiety, depression, and stress management and occasionally include trauma, bereavement, and issues with executive function. The opportunity is available for clinical interns to run a small group focused on one of these issues if they have the interest. My primary theoretical orientation is CBT. I also draw upon Motivational Interviewing (MI), Acceptance and Commitment Therapy (ACT), and Mindfulness. Consultation: There is consultation required in both the assessment and intervention components of this setting; however, more extensive exposure to the consultation role can be gained by interns by shadowing me at team meetings (typically conducted with parents, teachers and principals) and in my role on the Traumatic Event Response Team (TERT). As well, more advanced clinical interns can be assigned one or more families to work with as a consultant, under my close supervision.Topics for workshops: Mindfulness Meditation; Anxiety in Adolescence; Engaging Student Learning; Managing Mental Health in the ClassroomType of practica: Clinical, Counselling, and Educational PsychologyTypes of clients: Child; AdolescentTheoretical orientation: Cognitive behaviour; ACT/MindfulnessModality: Individual; GroupTypes of client problems: Intellectual disability; ADHD; Communication/Learning/PTSD/Adjustment/OC/Anxiety/Depressive/Disrupt Impulse & Conduct DisordersType of supervision you can provide: Student describes case; You review audiotape with student; Co-Interview assessment; You observe student live (feedback re: assessments)Recent students: C. Cutler; K. Kryski; V. Johnson (2015); E. Shumlich (2018)Current students: Contact person: AvailableAVAILABLE TO SUPERVISE A SENIOR (PHD2+) FROM SEPTEMBER 2018 TO JUNE 2019 (must have car to see clients in to St. Thomas)Research interests: N/ALast updated: May 2018

Clinical interests: I am currently assigned to a dual-diagnosis inpatient unit (ages 12 - 18) and an outpatient ASD clinic (ages 6 - 18). Common to both of these is my clinical interest in neurodevelopmental disorders. For the ASD clinic in particular, my primary goal is to provide a comprehensive and updated formulation of the client. As I explain to parents, I believe that having an in-depth understanding of the client in terms of skills, weaknesses and needs is paramount and perhaps even more important than a diagnostic label. Formulation is typically accomlished through an inter-disciplinary process involving SLP, OT, and BCBA. Depending on the intellectual functioning of the client, the exact approach can differ. With those having significant intellectual impairment, emphasis is often on helping parents and caregivers identify appropriate expectations and support needs as a way of reducing problem behaviour. Assessment often involves the Stanford-Binet 5 and Vineland-3 for this purpose. With more cognitively-able clients, assessment is much broader and can include aspects of intellectual ability, executive functioning, social-emotional well-being and specific diagnostic questions (e.g., ASD). A variety of standardized tools are used for this purpose.Topics for workshops, seminars: Neurodevelopmental disorders (inpatient or outpatient settings), Inter-disciplinary assessment, Assessment of low intellectual ability (SB5 and Vineland-3)Type of training: Initial assessment, Advanced assessment Types of clients: Child, AdolescentModality: Individual, FamilyTheoretical orientation: Cognitive behav., Behavioural, Cognitive, Applied Behav. Anal.Types of client problems: Intellectual disability, Communication disorder, Autism spectrum disorder, ADHD disorder, Learning disorder, Impulse control, OC & related disorders, Depressive disordersType of supervision you can provide: Student describes case to you, You review videotape with student, You observe student liveRecent students: M. Ritchie (2018)Current students: M. Brown (2019)Clinical contact: AvailableAVAILABLE TO SUPERVISE MARCH to SEPTEMBER 2019Research interests: N/ALast updated: June 2018

Clinical Interests: My clincal interests include evidence-based assessment and treatment of children and youth presenting with complex internalizing difficulties, including mood, anxiety, and emerging personality disorders. This also includes differential diagnosis of these and other disorders, particularly Autism Spectrum Disorders. The primary theoretical approach used is cognitive-behavioural therapy (CBT); however, treatment more often than not involves an integration of other approaches such as motivational interviewing, interpersonal psychotherapy, and dialectical behaviour therapy, and is conceptualized within a developmental biopsychosocial model. I provide therapy in group and individual formats, with parents typically involved in treatment (particularly for younger population). The age range of patients seen in our clinic ranges from 6 to 17 years old. Additionally, I have strong clinical interest in children and youth with gender dysphoria, including adolescents who are considering or going through gender transitioning. Starting in 2016, our program expanded our service mandate to include patients referred for gender dysphoria. The referral rates have been quite high, particularly considering the low base rate of this population. These patients currently comprimise a significant portion of my caseload.Types of workshops; seminars: Gender dysphoria in children/adolescents; Learning disabilities; Adolescent mental health; Anxiety disorders in children/adolescents; School refusal in children/adolescents; Group treatment for anxiety; Assessment and treatment of depression in adolescence; Assessment of Autism Spectrum disorders; Completing suicide risk assessments.Types of practica: Initial intervention; More advanced practicaTypes of clients: Child; AdolescentModality: Individual; GroupTheoretical orientation: Cognitive behaviour; Behavioural; Cognitive Types of client problems: Adjustment, Mood, Anxiety, ASD, AD/ADHD Disorders; Personality Problems; Gender DysphoriaTypes of supervision provided: Student describes case to you; You review audiotape with student; You review videotape with student; Co-therapy/Co-interview; You observe student liveClinical contact: AvailableNOT ABLE TO SUPERVISE FOR 2018-2019Recent students: S. Chen (2017); K. Schraeder (2014); L. Evraire (2013)Current studentsResearch interests: Development and evaluation of e-mental health apps; Children and adolescents with gender dysphoria, including long-term outcomes and guidelines for biomedical treatment of gender dysphoria.Last updated: May 2018

Clinical interests: My clinical practice is in paediatric neuropsychology. I provide neuropsychological assessment and consultation services to children, ages 4 through 18 years, who have known or suspected central nervous system dysfunction, and who are referred from the Acquired Brain Injury, Neurology, Neurosurgery, or Metabolics/Genetics Services at the Children's Hospital London Health Sciences Centre. I provide consultation to multi-disciplinary teams within the hospital, as well as to school and rehabilitation professionals and teams within the community.CTopics for workshops, seminars: Paediatric NeuropsychologyTypes of practica: Initial assessment; Advanced Assessment (with children)Types of clients: Child; AdolescentModality: Theoretical orientation: Other (Neuropsychology) Types of client problems: Intellectual disability; ADHD/Learning disorders; Acquired brain injury, neurologic/neurological/metabolic disorderType of supervision you provide: Student describes case; You observe student liveRecent students: S. Seah; S. Chen (2015); D. Machado; C. Lau; M. Brown (2018) Current students: Clinical contact: Not AvailableAVAILABLE TO OFFER A PLACEMENT FOR A 9800 STUDENT FROM JANUARY 2019 TO APRIL 2019 (assessment with a child/children -- Tuesdays, Wednesdays or ThursdaysResearch interests: My research interests include cognitive and psychosocial deficits associated with paediatric brain injury. Current research projects are investigating deficits in executive function as well as deficits in social skills in children with brain tumours and the late effects of cancer treatments.Last updated: May 2018

Clinical interests: In my neurorehabilitation clinic I provide assessment and intervention for adults who have incurred traumatic injury or experienced life-altering events. My evaluation may include consideration of emotional dysregulation after trauma, and neurocognitive assessments after brain injury. Prior to any intervention plan, I conduct an analysis of risks and opportunities for individuals who seek to challenge their personal limits after traumatic injury. Types of practica: Advanced assessment, Advanced interventionTypes of workshops, seminars: Consultation with family physicians and integrated teams, concussion care, dementia careTypes of clients: AdultModality: IndividualTheoretical orientation: Cognitive behav., Interpers. processTypes of client problems: PTSD, Adjustment Disorder, Anxiety Disorders, Neurocognitive DisordersType of supervision you can provide: Co-therapy/Co-interview, Observe student liveRecent students: D. Ladowski (2016) but had to request alternate supervisorCurrent students: Clinical contact: YesAVAILABLE TO SUPERVISE STUDENTS FROM JANUARY 2019-SEPTEMBER 2019 (possibly earlier)Research interests: I am one of the original authors of Evidence-Based Review of Moderate to Severe Acquired Brain Injury (ERABI) published by The Ontario Neurotrauma Foundation at www.abiebr.com. I served on a Health Quality Ontario consultation team to establish standards of care for dementia published at www.hqontario.ca/Evidence-to-Improve-Care/Quality-Standards/View-all-Quality-Standards/Behavioural-Symptoms-of-Dementia.Last updated: July 2018

Clinical interests: I am a partner in the psychology practice of McKenzie Zayed (www.mckenziezayed.ca). We are a group of Doctoral level, registered Clinical Psychologists who provide comprehensive services for adults, adolescents, and children. We offer individual, couple, and family therapy, and parenting guidance across those populations. We also conduct general mental health and cognitive/educational assessments, as well as specialized trauma and attachment assessments. Additionally, we offer workshops and presentations on various topics within the field of Clinical Psychology, and we provide clinical supervision and professional consultation services. We offer assessment and treatment of a wide range of clinical issues. I have also received specialized training in the assessment and treatment of trauma and its consequences, including attachment disturbances and disorders, dissociation, struggles with sexuality, and personality disorders. Based on my expertise in these areas, I recently expanded McKenzie Zayed to include more extensive and specialized trauma and attachment services. Supervisees can be involved in offering psychotherapy as well as conducting assessments. Opportunities are available for observation consultations, observation of client consultations/assessments, and attending workshops/training, which I offer through video-based telemental health (OTN). Some involvement in telemental health services, beyond observation, is possible.Types of practica: Advanced assessment, Advanced interventionTypes of workshops, seminars: Trauma/attachment psychopathology (post-traumatic stress, complex developmental trauma, attachment disturbance and disorders). Contemporary psychodynamic approaches to treatment (attachment-based therapies, EFT, IPT). Suicide and self-harm. Working with personality disorders.Types of clients: Child, Adolescent, Adult, Families, Parents.Modality: Individual, Family.Theoretical orientation: Integrative (focused on attachment-based and other contemporary psychodynamic approaches, integrating CBT and humanistic/existential approaches).Types of client problems: Wide range and diversity, as is present in private practice.Type of supervision you can provide: OutpatientRecent students: Current students:Clinical contact: AvailableResearch interests: Theoretical and conceptual issues in assessment and treatment. Developmental psychopathology of trauma and attachment. Psychotherapy.UNAVAILABLE TO SUPERVISE STUDENTS FOR 2018-2019Last updated: May 2018